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Phenomenological Meta-Synthesis: The Perceptions of Disproportionate Racial Discipline among Suspended and Expelled Black Male High School Students
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Doril Sanders – ProQuest LLC, 2024
Zero-tolerance in school disciplinary procedures impacts or contributes to the nationwide school-to-prison pipeline (STPP). According to the American Bar, school prison incarceration rates in the United States (U.S.) have been correlated to the excessive practices of school disciplinary policies. The U.S. incarcerates more citizens than any other…
Descriptors: Phenomenology, Meta Analysis, Disproportionate Representation, Racism
Principal Decision-Making: Factors in Student Discipline
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Laura Ancira – ProQuest LLC, 2024
The school-to-prison pipeline has been an ongoing phenomenon for many decades that disproportionately and negatively impacts students of color. Due to research suggesting school principals play a critical role in the student disciplinary decision-making process, the present study aimed to better understand how principals make discipline decisions…
Descriptors: Principals, Decision Making, Discipline, Middle School Students
The Effect of Training and Principal Leadership for Restorative Justice Practices on School Climate and Faculty Pupil Control in Urban Public Schools
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Peart, Dana – ProQuest LLC, 2023
Zero tolerance practices have been a mainstay in the U.S. educational system for decades. Yet, the American Psychological Association (2008) and Skiba and Losen (2015-2016) declared that zero tolerance has had no positive impact on school climate. Further, Skiba (2014) stated that it does not improve student behavior. Restorative practices, on the…
Descriptors: Zero Tolerance Policy, Student Behavior, Behavior Modification, Educational Environment
Discovering Successful Elements of Alternative Schools by Studying Student Perspectives in Two Alternative-to-Expulsion Programs
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Eschen, Eric Thomas – ProQuest LLC, 2013
This qualitative study analyzed two alternative-to-expulsion programs for high school students. Both programs, the "Learning with Peers Program" and the "Individualized Online Program", offered students an opportunity to earn credits rather than be expelled, but their philosophies presented an educational dichotomy: Should…
Descriptors: Nontraditional Education, High School Students, At Risk Students, Expulsion
The Embedded Context of the Zero Tolerance Discipline Policy and Standardized High Stakes Testing: The Interaction between National Policies and Local School Practices
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Fletcher-Bates, Keisha N. – ProQuest LLC, 2010
A valid concern facing School districts within the state of Ohio, as well as across the country, is situated around methods to increase student performance on standardized high stakes tests and achieve the requirements of the mandated No Child Left Behind (NCLB) Law. Simultaneously, school districts are confronting a multitude of challenges to…
Descriptors: Educational Policy, Critical Theory, Suspension, Elementary Secondary Education
The Impact of Positive Behavior Interventions & Supports (PBIS) on Student Behavior and Academic Achievement
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Norton, Linda Clark – ProQuest LLC, 2009
Over the past decade, policymakers have enforced increasingly greater accountability demands for student achievement and zero tolerance policies. Legislators have outlined proficient measures for student achievement which includes students enrolled in general and special education classes and all ethnicities and socioeconomic levels. Schools…
Descriptors: Middle School Students, Student Behavior, Academic Achievement, Program Effectiveness